Lesson Plan: QFB1000 Quizzes Workshop (Staff)

Date
Venue Computer room: C117
Facilitator John Koushappas
Number of students Cohort of up to 20 participants
Type of students Academic Staff (Teaching staff F/T, P/T, Hourly, GTA)
Length of session 2 hours
Aims: This workshop aims to provide teaching staff participants with knowledge of what Moodle Quizzes are, how
they work, and how to use them as part of their teaching, learning and assessment strategy when teaching
courses. Participants will learn how to set up and use quizzes as a tool for student formative and summative
assessment and provide review and feedback on the attempt submitted.
Learning Outcomes On completing this workshop, participants will:
Appreciate the importance and value of designing high quality quizzes for formative and summative
assessment purposes
Appreciate the student perspective of quizzes they experience.
Understand how to design questions into the question bank
Understand how to build a quiz
Understand how to set the behaviour of the quiz to match the application
Understand how to review student attempts, override scores and release results.
Be aware of their responsibilities for managing their quiz with respect to their students, the
module/course they are managing and the support systems and teams in place to assist them and
their students.

Additional Information Computer room facilities (desktop PC, PC laptop or Apple Mac), network. Data projector
My Learning account, My Learning modules (various), staff and student roles (various).

John Koushappas
Time. Content. Teaching Method.
00:00 - Outline and introduction Talk
00:10
00:10 The Student Experience! Place the participants into
00:25 the role of real students. Set
http://mdx.mrooms.net/mod/quiz/view.ph real (mock) quiz task.
p?id=152823
Understanding how to
navigate the environment
and use the controls from a
student perspective.
The teacher experience: The importance of the
00:25 question bank for organising
00:55 Building Questions questions of equal weighting
or by subject or topic. The
http://mdx.mrooms.net/course/view.php? importance of the question
id=3950 bank for selecting a number
of questions at random from
Working with the Question Bank and the category.
Categories Designing Questions
Principle of filling in a form
for each question. Choosing
the right question type to
match the question being
asked.
Choosing question types
which produce better quality,
more reaching questions.
Building your Quiz Creating the quiz. Adding
00:55 - questions to the quiz from
01:15 the categories. Structuring
your quiz so the questions
are in the right order,
consistent in weighting and
by topic,
Teaching Activity. Questions/Student Activity. Equipment.
Participants can ask questions at any time. PC. Data
projector.
Participants log in to MyUnihub/My Learning
Hands-on activity. 1. How many different question types did you PC. Data
notice? Make a note of the types, and the ones projector.
Participants attempt a you like the most.
realistic quiz, which is
time critical. 2. When you finished the quiz, were you able to
review your attempt and see your scores?
3. Were you given feedback to help you
further?
Hands-on activity. 1. Create TWO Categories. PC. Data
projector.
Each participant to 2. Design Four questions: 2 questions to go
work in a topic. Each into your first category which are worth 1 point
participant to create each. 2 questions to go into your second
their own categories. category which are worth 4 points each.
Participants to create 3. Which question types did you use and why?
questions and save
into their own 4. Did you consider other question types?
categories. Why? / Why not?
5. Test your questions perform as you expect
by clicking on the magnifying glass next to
each question. Do they work as you expect?
6. Create more questions if you have time. Try
different question types.
Hands-on activity 1. Create your quiz in your named topic. Dont PC. Data
worry about the rest of the settings. Youll come projector.
Create quiz, add back to them shortly.
questions from your
question bank, add 2. Enter the quiz, and switch on the Question
random questions. Bank.
Organise your quiz
using the tools 3. Add Questions.
provided.
4. Re-order / re-paginate to have all the
questions on one page.
5. Add a Description separator explaining what
you are testing.
John Koushappas

This is key to ensuring your
01:15 01:40 Designing the behaviour of your Quiz quiz performs as you want it
to. The settings of the
overall quiz must align with
the settings of the questions
and with your overall
objective. You wouldnt want
to deliver a summative exam
which is unconditionally
accessible with all the
answers showing!
We will explore each setting
carefully.
We will explore how you
make special provision for
students needing extra time.
Reviewing: Student Attempts, auditing Most question types can be
01:40 grading, updating grades and releasing automatically graded. But
01:50 Scores. this automated process is
only as good as the
questions you have
designed. Sometimes the
automatic grading process
needs a little human
oversight!
Talk: Updating a question,
answer and applying a Dry
run re-grade and applying
full re-grade.
Talk: Releasing the Results!
Conclusion Talk: Bringing it all together
01:50
02:00 http://mdx.mrooms.net/mod/page/view.p
hp?id=149045
6. Add weightings to your questions. Keep it
simple!
7. Test your quiz using Preview.
Hands-on activity. 1. Set Timings. PC. Data
projector.
Follow along on- 2. Set Grade: - Attempts allowed./ Grading
screen. Set and Method.
review settings.
3. Check layout.
4. Set Question Behaviour.
5. Review Options Important! Well spend
some time on this!
6. Extra Restrictions on Attempts security!
7. Overall feedback grade boundaries.
8. Selective Release to Groups.
9. Restrict Access by Date.
10. Add an individual override.
Hands-on activity: 1. You will be given a link to a quiz and the PC. Data
name of a student attempt to review and projector.
You will manually manually re-grade.
review a students
attempt. Re-grade any 2. Review attempt, manually re-grade any
problems you find. problems and leave feedback.
When you are 3. Go back to your topic and your quiz, and
satisfied you have release your results.
audited all the
paper(s) you will then
release the grades.
Questions?
John Koushappas